Programme of Study – MFL KS3
Was / Now / CommentNC aims stated in main NC handbook – summarised in forward
(1)to learn and to achieve
(2)promote SMSC + prepare for life / NC aims the same ,, but elaborated
Attainment
Entitlement
Prep for subjects
Prep for employment
Communities
H&S
Community cohesion
Core KU&S valued by society for next generation / Helpful to have more specific aims
How to put curr together and how to evaluate
More on skills
T&L to develop personal qualities
Promote independence, creativity
Use technologies
Knowledge = cornerstone for creativity and problem solving
Like learning to big issues / community international dimension
Build on clear aims / Helpful to have guidance
CURRICULUM AIMS stated at top of subject section
(1)Successful learners
(2)Confident individuals
(3)Responsible citizens
Detail given / Nice and memorable – brings together the various strands (Every Child Matters etc)
VALUES now included:
The self
Relationships
Society
The environment / Good to be explicit
MFL and NC aims
Description of how MFL matches aims / Helpful to have cross reference
Common structure for all subject:
Programme of study sets out:
(1)Knowledge skills and understanding
(2)Breadth of study (context, activities, areas of study, range of experiences)
Extra info in the margins:
(3)Notes on info
(4)Definitions
(5)Opps for ICT
(6)Likely links to other subjects
Attainment targets / All subjects have common headings:
(1)Curriculum aims
(2)The importance of ..
(3)Key concepts
(4)Key processes
(5)Range and content
(6)Curriculum opportunities / Logical, helpful headings – wil help to map elements which are ‘shared’ by traditional subject areas
All worded in terms of ‘pupils should be able to’ / All worded as ‘pupils should be taught ..’
1. Knowledge skills and understanding
(1)Acquiring K&U of target language
(2)Developing lang skills
(3)Develop language learning skills
(4)Developing cultural awareness
2. Breadth of Study / Key concepts
Key processes
Range and content
Curriculum opportunities / I understand why there’s a move away from an artificial division of ‘knowledge / skills / understanding’ but there is still an overlap
In ML, note that content (knowledge of words etc) is an essential element of being able to test concepts / processes
K&U developed through communication in TL in a range of contexts and for a variety of purposes as set out in Breadth of study
Acquiring K&U
- Sound/spelling patterns
- Grammar and application
- Range of vocab and structures
(1)Linguistic competence – develop LSRW
(2)Knowledge about language – how language works how to manipulate it; recognise langs differ but may share common features
(3)Creativity – use familiar lang for new purposes and contexts; use imagination to express thoughts etc
(4)Intercultural understanding –appreciate richness and diversity of other cultures; Recognise there are different ways of seeing the world
KEY PROCESSES
Developing lang learning strategies
(1)Patterns
(2)Memorising
(3)Connections with own language
(4)Use previous knowledge to work out meaning
(5)Use reference materials
(6)Developing lang skills
Developing language skills
- Listen
- Pronounce
- Ask and answer
- Initiate and develop conversation
- Vary to context
- Adapt lang to suit contexts
- Deal with unpredictable
- Skimming and scanning
- Summarise
- Redraft writing
- Listen gist/detail
- Skim/scan written texts
- Respond appropriately to s and w language
- Use correct pron and intonation
- Ask and answer questions
- Initiate and sustain conversations
- Write clearly and coherently
- Redraft writing
- Re-use lang heard in s and w
- Adapt Lang in new contexts
- Deal with unfamiliar
Develop language learning skills
- Memorising
- Use context for clues
- Use knowledge of other lang
- Dictionaries
- Independence
Breadth of study
(1)Communicate in TL pair/group/teacher
(2)Classroom events
(3)Personal feelings and opinions
(4)Produce and respond to different types of spoken and written
(5)Range of resources incl ICT
(6)Use TL creatively and imaginatively
(7)Listen, read for personal enjoyment
(8)Use TL for real purpose
(9)Variety of contexts incl everyday activities, personal and social life, word around us, world of work and international work / Range and content
- Spoken and written form of TL
- Interrelationship of sounds and writing
- Grammar ad how to apply it
- A range of vocabulary and structures
- Learning about different countries and cultures
- Comparing own experiences and perspectives with TL country
- Hear speak read and write in TL within class and beyond
- Communicate individually, pairs, groups, native speakers
- Increasing range of more complex language
- Links with En at word, sentence, text level
- Range f resources incl ICT
- Listen read view range incl authentic - support learning and for personal interest and enjoyment
- Develop lang skills in variety of contexts
- Use TL in connection with topics and issues that are engaging and may be related to other areas of the curriculum
Cultural awareness
Authentic resources
Native speakers
Consider own and compare culture
Consider people perspective
AT and level descriptions
They do not refer to any topic or aspect of grammar
Learning across the curriculum
Examples given of:
Spiritual
Moral
Social
Cultural / Personal dev across the curriculum:
Social
cultural
intellectual
economic
physical
emotional
moral
spiritual
Attitudes, knowledge and abilities set out, based on SHEEP
Enjoy & achieve
Stay safe
Healthy lifestyles
Positive contribution: Participate in society, form relationships
Economic well being.. working life / Explicit cross references made
Personal Well Being
Replaces PSHE
The importance of economic well-being – non statutory programme – brings together careers, wrl, enterprise & financial capability & Economic well being (5th outcome of ECM)
Promoting key skills
- Communication
- Application of number
- IT
- Working with others
- Improving own learning and performance
- Problem solving
Framework for personal, learning and thinking skills
6 groups of skills:
Independent enquirers
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participants
+
Functional skills
En
Ma
ICT / Explicit sections usefully highlighted
Promoting other aspects of the curriculum
Thinking skills
Financial capability
Work-related learning / Links to the whole-school curriculum
Personal learning and thinking skills
Personal development
Functional skills
Planning the subject curriculum
Support & guidance on planning coherent, inspiring and engaging curriculum
incl new ops,
progression & continuity, case studies
Concepts:
Encourage to apply known to unknown context (skills over vocab)
Recognise connections
Aspects of culture which interest YP
Processes:
Expand contexts
Increase length and complexity
Responding different ways
Opps to engage with real audiences
Beyond the classroom
Talk about what matters to them
Continuity:
Build on KS2 – provide clear sense of what aim to achieve by end KS3 – prepare fro demands of KS4 (gosh, that’s helpful isn’t it?)
KS2: KSU, lang learning strategies, ..
See framework
KS3:
apply to new or build on old
increase confidence in a range of situations
less familiar, predictable
more independent, reflective – range of strategies
adapt language
reference materials
express in more complex lang and at greater length
communicate and interact with TL people
Framework
KS4
More independently
Firmer grasp of grammar – wider complex range of expression
More direct and virtual contact
Content and focus depends on qualification – e.g. vocational / fewer skills / Useful section
New opps in MFL
Prior learning
Renewed focus on Linguistic competence
Freedom to choose contexts – language skills rather than coverage of topics [HEM: please note, it’s the KS4 which determines this ..!!!!!!)
Greater emphasis on cultural understanding
Encourage independence and creativity
Alignment of level descriptors with LL
(!!!! Still no reference to stimulus, context, level of response, speed, complexity, degree of repetition!!!!) / Focus on linguistic competence matches ML Framework … needs to be reflected in KS4
Note that coverage of topics had been ‘dropped’ before .. this will only happen if KS4 changes
Cultural understanding and creativity, independence have always been explicitly encouraged .. but I suppose that they are mentioned more often in examples given
Case Study:
Holmfirth – links with school abroad
lovely ideas.
Case study:
St Marylebone - cross curricular
Planning for inclusion
G&T
SEN
EAL
Gender
Being developed
The importance of languages
Appreciate different countries, cultures, peoples
Citizens of the world and UK
Basic structures of language
Explore similarities and differences
Learn how manipulated
Listening, reading and memory skills improve
Speaking and writing become more accurate
Lays foundation for future study / Importance: much the same …
Adds reference to future employment and leisure as well as study
GENERAL TEACHING REQUIREMENTS
Inclusion
Setting suitable learning challenges
Responding to pupils’ diverse learning needs
Overcoming potential barriers to learning and assessment of individuals and groups of pupils / Statutory requirement – same headings remain – seems to be much more detail and examples incl targeted intervention
Targeted intervention – new section – 3 waves
Wave 1 – tailored din class
Wave 2 – additional programmes
Wave 3 – individual programmes
Teaching and learning approaches – new section
Fallen behind
Gifted, talented and able
Specialism and choice
Advice on introducing specialist subjects (!) and planning for choice
Teaching and learning experiences
Range of experiences
Specialised, themed, student-initiated, learning to learn
Different approaches:
Active, problem-based, enquiry-based
Promoting progress through approaches to assessment
Day-to-day; peer & self; periodic;
Use of language across the curriculum
Writing
Speaking
Listening
Reading
Use of ICT across the curriculum
ATs
Listening
Speaking
Reading
Writing
1